• Jasmin Andersen
In teacher education programs at universities in Germany the separation of academic subject and subject education as well as the high subject-specific proportion in the introductory phase are critical discussed. Therefore, at Kiel University the teacher education program in physics was redesigned with an emphasis on linking academic subject and subject education early, in order to improve the cumulative development of content knowledge and pedagogical content knowledge and to enhance the perceived professional relevance of learning contents. Within the scope of this work a physics laboratory course for pre-service teachers with 25 new teaching specific practical experiments was developed on the basis of recent didactical design principles. A base for this new development is a theoretically derived causal model, according to which an enhancement of the perceived relevance has positive effects on the learning motivation and in turn on the learning success. The goal of this work is to better understand the optimal design of teacher’s laboratory courses and to quantitatively verify the hypothesized causal model. On the basis of an adequate sample an exhaustive survey including relevant covariates was administered in the new teacher’s laboratory course. With a newly developed questionnaire the characteristics of the experiments were identified, so that as part of this research, knowledge about the characteristics of experiments perceived as relevant could be gained by multilevel analysis. Main results of this work are: Besides a topic with relevance for school and a demonstrative character of the experiment, the contextualisation of the experiment instruction plays a key role for the perceived relevance of the experiment. Supporting the causal hypothesis, multilevel structural equation modelling showed, that the perceived relevance has a positive effect on the situational interest in the learning contents of the experiments. Additionally, from further modelling of the presumed causal relations indicates, that the perceived relevance also beneficially affects the learning success with regard to experimental competences, self-efficacy expectations concerning experimentation, and content knowledge of the students. These findings of this work show, that a teaching-specific laboratory course is an effective and feasible opportunity to clarify the relevance of the learning contents to the students for their future teaching, to enhance the learning motivation and the learning success, and thus to improve the teacher education programs in natural science subjects.
Original languageGerman
Place of PublicationKiel
Number of pages414
Publication statusPublished - 12.2020

    Research areas

  • university teaching, teacher training, group-specific physics laboratory course, teaching-specific practical experiments, perceived professional relevance

ID: 1452741